School Programs

• Please book your visit at least 2 weeks in advance so we can best accommodate your class.
• Our programs are best suited to classes of up to 30 students. We can accommodate larger groups with advance notice.
• The museum is ground floor accessible with a ramp from the rear parking lot, and there is an accessible washroom. There are stairs to the second floor with a video of Arnprior on the world stage for those who are unable to climb stairs. All hands-on activities take place on our first floor.
• Free parking is available; buses can drop students off in our lot, and park in one of the municipal parking lots.
• Students should bring a water bottle and indoor shoes in inclement weather.
• The cost is $3 per student, and teachers and chaperones are free.
• Payment methods include cash, debit or cheque made out to ‘Arnprior and District Museum'. We can send an invoice to your school for payment following the program and receipts are available.

E. Earth and Space Systems Overall Expectations

E1. Relating Science and Technology to Our Changing World

E2. Exploring and Understanding Concepts

Grade 3: Soils in the Environment

Grade 5: Conservation of Energy and Resources

Patterns of Care, Moccasins - Moccasins are an important piece of clothing, but are also crafted with time and dedication. This workshop explores indigenous design and asks the question: “what do we make for those we love”? (K-3)

The overall expectations in the Kindergarten program

As children progress through the Kindergarten program they:

13.  use the processes and skills of an inquiry stance (i.e., questioning, planning, predicting, observing, and communicating)

18.  recognize, explore, describe, and compare patterns, and extend, translate, and create them, using the core of a pattern and predicting what comes next

20.  apply the mathematical processes to support the development of mathematical thinking, to demonstrate understanding, and to communicate thinking and learning in mathematics, while engaged in play-based learning and in other contexts

26.  develop an appreciation of the multiple perspectives encountered within groups, and of ways in which they themselves can contribute to groups and to group well-being

30.  demonstrate an awareness of themselves as dramatists, actors, dancers, artists, and musicians through engagement in the arts           

31.  demonstrate knowledge and skills gained through exposure to and engagement in drama, dance, music, and visual arts

Arts Curriculum

D. Visual Arts Overall Expectations

D1. Creating and Presenting: apply the creative process (see pages 19–22) to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;

D2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences;

D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their social and/or community context

Math Curriculum

C. Algebra;

Patterns and Relations Overall Expectation

C1. identify, describe, extend, create, and make predictions about a variety of patterns, including those found in real-life contexts

Mapping the Residential School Experience - How long does it take to get home from school? For those children sent to residential schools it could mean months. Students will learn about the disruption residential schools created and will explore the experience of distance in innovative ways. (Grades 6-8)

Transferable Skills

• critical thinking and problem solving
• self-directed learning
• collaboration
• communication
• digital literacy

Mathematics Curriculum

E. Spatial Sense;

Measurement Overall Expectation

E2. compare, estimate, and determine measurements in various contexts

Communicating with Inukshuk - How long does it take to get home from school? For those children sent to residential schools it could mean months. Students will learn about the severance residential schools created and will explore the experience of distance in innovative ways. (Grades 3-5)

Arts Curriculum

B. Drama Overall Expectations

B1. Creating and Presenting: apply the creative process (see pages 19–22) to dramatic play and process drama, using the elements and conventions of drama to communicate feelings, ideas, and stories;

B2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;

B3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of drama and theatre forms and styles from the past and present, and their social and/or community contexts.

Language Curriculum

B. Reading Overall Expectations

1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;

2. recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning;

C. Writing Overall Expectations

1. generate, gather, and organize ideas and information to write for an intended purpose and audience;

2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;

3. use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

4. reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.

Mathematics Curriculum

E. Spatial Sense;

Geometric and Spatial Reasoning Overall Expectation

Wind - Air is everywhere but how do we know it is there if we can’t see it? This workshop makes air and wind visible by revealing their effects. (Grades K-5)

The overall expectations in the Kindergarten program

As children progress through the Kindergarten program they:

13.  use the processes and skills of an inquiry stance (i.e., questioning, planning, predicting, observing, and communicating)

14.  demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings

28.  demonstrate an awareness of their surroundings

29.  demonstrate an understanding of the natural world and the need to care for and respect the environment

Science and Technology

E. Earth and Space Systems Overall Expectations

E1. Relating Science and Technology to Our Changing World

E2. Exploring and Understanding Concepts

Grade 1: Daily and Seasonal Changes

Grade 2: Air and Water in the Environment

Grade 5: Conservation of Energy and Resources

Balance - We’re always balancing, without even realizing it. This workshop explores balance by exploring the placement of weight in toys, structures, and the participants' own bodies. (Grades K-5)

The overall expectations in the Kindergarten program

As children progress through the Kindergarten program they:

7.  participate actively and regularly in a variety of activities that require the application of movement concepts

8.  develop movement skills and concepts as they use their growing bodies to move in a variety of ways and in a variety of contexts

13.  use the processes and skills of an inquiry stance (i.e., questioning, planning, predicting, observing, and communicating)

14.  demonstrate an awareness of the natural and built environment through hands-on investigations, observations, questions, and representations of their findings

24.  use technological problem-solving skills, on their own and with others, in the process of creating and designing (i.e., questioning, planning, constructing, analysing, redesigning, and communicating)

Science and Technology

D. Structures and Mechanisms Overall Expectations

D1. Relating Science and Technology to Our Changing World

D2. Exploring and Understanding Concepts

Grade 1: Everyday Materials, Objects and Structures

Grade 2: Simple Machines and Movement

Grade 3: Strong and Stable Structures

Grade 4: Machines and their Mechanisms

Grade 5: Forces Acting on Structures

Light & Shadow - Light allows us to see but is invisible (without a reflection). This workshop explores how light interacts with objects to both illuminate and create shadows. (Grades 1-5)

Transferable Skills

E. Earth and Space Systems Overall Expectations

E1. Relating Science and Technology to Our Changing World

E2. Exploring and Understanding Concepts

Grade 1: Daily and Seasonal Changes

Build Your Own Museum - Exploring structure, language, and storytelling, by building your own museum. (Grades 1-5)

Language Curriculum

A. Oral Communication Overall Expectations

1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;

2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;

3. reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.

C. Writing Overall Expectations

1. generate, gather, and organize ideas and information to write for an intended purpose and audience;

2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;

3. use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;

Arts Curriculum

D. Visual Arts Overall Expectations

D1. Creating and Presenting: apply the creative process (see pages 19–22) to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;

D2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences;

D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their social and/or community context

Climate Change and Art - Climate change is something we all have to consider. This workshop explores art and social change as we respond to climate. (Grades 5-8)

Arts Curriculum

D. Visual Arts Overall Expectations

D1. Creating and Presenting: apply the creative process (see pages 19–22) to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;

D2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences;

D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their social and/or community context

Social Studies

Grade 5: The Role of Government and Responsible Citizenship Overall Expectations

B1. Application: Governments and Citizens Working Together

B2. Inquiry: Differing Perspectives on Social and Environmental Issues

B3. Understanding Context: Roles and Responsibilities of Government and Citizens

Geography Curriculum

Grade 7:
   A.  Physical Patterns in a Changing World Overall Expectations

   A1. Application: Interrelationships between People and the Physical Environment

   A2. Inquiry: Investigating Physical Features and Processes

   A3. Understanding Geographic Context: Patterns in the Physical Environment

    B. Natural Resources around the World: Use and Sustainability Overall Expectation

    B1. Application: Natural Resources and Sustainability

    B2. Inquiry: Investigating Issues Related to Natural Resource

    B3. Understanding Geographic Context: Using Natural Resources

Arts Curriculum

D. Visual Arts Overall Expectations

D1. Creating and Presenting: apply the creative process (see pages 19–22) to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;

D2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences;

D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their social and/or community context

Mathematics Curriculum

C. Algebra;

 Patterns and Relations Overall Expectation

C1. identify, describe, extend, create, and make predictions about a variety of patterns, including those found in real-life contexts

E. Spatial Sense;

Geometric and Spatial Reasoning Overall Expectation

E1. describe and represent shape, location, and movement by applying geometric properties and spatial relationships in order to navigate the world around them

Measurement Overall Expectation

E2. compare, estimate, and determine measurements in various contexts

Social Studies Curriculum

Grade 2: Changing Family and Community Traditions Overall Expectations

A1. Application: Why Traditions Change

A2. Inquiry: Past and Present Traditions

A3. Understanding Context: Tradition and Heritage

Grade 3: Communities in Canada, 1780–1850 Overall Expectations

A1. Application: Life in Canada – Then and Now

A2. Inquiry: Community Challenges and Adaptations

A3. Understanding Context: Life in Colonial Canadian Communities

Grade 4: Early Societies to 1500 CE Overall Expectations

A1. Application: Past and Present Societies

A2. Inquiry: Ways of Life and Relationships with the Environment

A3. Understanding Context: Characteristics of Early Societies

Science and Technology

D. Structures and Mechanisms Overall Expectations

D1. Relating Science and Technology to Our Changing World

D2. Exploring and Understanding Concepts

Grade 1: Everyday materials, Objects and Structures

Grade 2: Simple Machines and Movement

Grade 4: Machines and their Mechanisms

Grade 7: Form, Function and Design of Structures

Grade 8: Systems in Action

The Bigger Picture

Understanding and appreciating local history is the foundation for students to be able to use those skills in a broader, worldwide context. By understanding their own history, students can make cross-cultural connections and appreciate diversity locally and worldwide.

Contemporary pedagogical methods highlight the importance of exposing students to new environments and surroundings. Take the opportunity to get out of the classroom and experience living history and local stories from artefacts. Allow students to explore and contemplate the role of the local museum in a contemporary setting.

The Importance of Place

A visit to the museum instills the importance of heritage and identity through the concept of ‘place'. Start developing cognitive awareness of the local community. How did they get to this ‘place'? Students may ask how and why Arnprior exists. The idea of ‘place' and belonging has evolved in a technological age. Explore the physical environment, what it means to belong to a ‘place' and the student's role in that place.

Community Partners

As outlined in the Ontario Curriculum for social studies, history, and geography, using community resources can be very valuable in the enrichment of a student's education.

“Community partners are an important resource…Such organizations can provide expertise, skills, materials, and programs not available through the school…” pg.18

Allow us to serve you and your students as we build and strengthen ties between local schools and the surrounding community. Come partner with us!